本研究目的為探究培訓職前幼兒園教師提供「家庭本位正向行為支持」的專業成長歷程，從中瞭解此方案在實務現場執行的成效。該培訓方案包括兩部分：知能課程與實務現場的技巧培訓，共有21位幼教系學生及七個幼兒家庭同意參與本研究。使用不同量化工具分析參與者的培訓成效，包括目標達成量表、教學評量表及社會效度評估表，並採用焦點團體訪談法和文件分析法為本研究提供資料。研究結果顯示，參與的職前教師於第一階段接受40小時的知能課程培訓，除表示該課程有其必要性外，且專業知識也有所提升。第二階段的實務現場督導結果顯示，「親師會議」、「教學工作」、「課程規劃」、「教學技巧」及「親師溝通互動」等技巧面向都有顯著成長，且職前教師在執行介入正確率皆有所提升。此外，培訓課程後的社會效度（學員與家庭間的合作互動關係）呈現正向結果，且在培訓後家長皆表示對該正向支持介入有高度的認同感。整體而言，職前教師在該正向行為支持介入的專業成長習得有所獲益。

The purpose of this study was to evaluate family-centered positive behavior support (PBS) professional training for preservice early childhood teachers. Implementation of the proposed training in the fi eld was assessed. The training included two phases. The fi rst phase was foundational knowledge training of preservice teachers, and the second phase was implementation of technical training in the field. A total of 21 students majoring in early childhood education and seven families of children with disabilities agreed to participate in this study. Various quantitative tools were used to evaluate training outcomes of participants, including a goal attainment scale, an instructional evaluation form, and a social validity questionnaire. Focus group interviews and document analysis were used to gather supplemental data for this study. After receiving 40 hours of foundational knowledge training, the participants agreed that the training was necessary for their professional development. With regard to the practical implementation, significant technical improvement was observed in the domains of parent–teacher meetings, teaching responsibilities, curriculum plans, teaching techniques, and parent–teacher communication. Treatment validity improved for all participating students. In addition, positive outcomes for social validity refl ected that the families highly approved of the PBS training. In sum, the preservice early childhood teachers gained knowledge and skills from the proposed PBS professional training.